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Integrating Computer Science Education with Ethnic-Racial Identity Exploration within a Social Justice Youth Development Framework

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Title: Integrating Computer Science Education with Ethnic-Racial Identity Exploration within a Social Justice Youth Development Framework
Language: English
Authors: Steven Worker, Fe Moncloa, Vernelle Mitchell-Hawkins
Source: Journal of Youth Development. 2024 19(3):1-20.
Availability: Clemson University Press. 116 Sigma Drive, Clemson, SC 29634. Tel: 864-656-2278; e-mail: cupress@clemson.edu; Web site: www.clemson.edu/press
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Computer Science Education, Racial Identification, Self Concept, Social Justice, Disproportionate Representation, Minority Groups, Computation, Motivation, Occupational Aspiration, Culturally Relevant Education, Individual Development, Supplementary Education, Enrichment Activities, Adolescents
ISSN: 2325-4009
2325-4017
Abstract: Science, technology, engineering, and mathematics (STEM) fields face persistent disparities in racial, ethnic and gender representation; these disparities are even more pronounced in computer science (CS) fields where women of color comprise 1 percent or less of all employees. These inequalities, and their causes, are complex, systemic, and result in substantial negative consequences for individuals, organizations, and society. Out-of-school time youth development programs may offer ideal spaces for supporting youth of color in developing computational identities, and thus, improved motivation and aspirations to pursue computer science. We present a theoretical integration of ethnic-racial and computational identity, social justice youth development, culturally relevant pedagogy, and computer science education to advance pedagogical practices to strengthen adolescents computational thinking, ethnic-racial identity, and motivation for continued computer science learning. We hope this approach will help young people build resilience and promote a culture of social justice, to prepare them to navigate the CS industry's predominately White and Asian male culture.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458309
Database: ERIC
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  Data: Integrating Computer Science Education with Ethnic-Racial Identity Exploration within a Social Justice Youth Development Framework
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  Data: <searchLink fieldCode="AR" term="%22Steven+Worker%22">Steven Worker</searchLink><br /><searchLink fieldCode="AR" term="%22Fe+Moncloa%22">Fe Moncloa</searchLink><br /><searchLink fieldCode="AR" term="%22Vernelle+Mitchell-Hawkins%22">Vernelle Mitchell-Hawkins</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Youth+Development%22"><i>Journal of Youth Development</i></searchLink>. 2024 19(3):1-20.
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  Data: Clemson University Press. 116 Sigma Drive, Clemson, SC 29634. Tel: 864-656-2278; e-mail: cupress@clemson.edu; Web site: www.clemson.edu/press
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  Data: Science, technology, engineering, and mathematics (STEM) fields face persistent disparities in racial, ethnic and gender representation; these disparities are even more pronounced in computer science (CS) fields where women of color comprise 1 percent or less of all employees. These inequalities, and their causes, are complex, systemic, and result in substantial negative consequences for individuals, organizations, and society. Out-of-school time youth development programs may offer ideal spaces for supporting youth of color in developing computational identities, and thus, improved motivation and aspirations to pursue computer science. We present a theoretical integration of ethnic-racial and computational identity, social justice youth development, culturally relevant pedagogy, and computer science education to advance pedagogical practices to strengthen adolescents computational thinking, ethnic-racial identity, and motivation for continued computer science learning. We hope this approach will help young people build resilience and promote a culture of social justice, to prepare them to navigate the CS industry's predominately White and Asian male culture.
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  Data: 2025
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      – Text: English
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        PageCount: 21
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    Subjects:
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Racial Identification
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Social Justice
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      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Minority Groups
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Motivation
        Type: general
      – SubjectFull: Occupational Aspiration
        Type: general
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Individual Development
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      – SubjectFull: Supplementary Education
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      – SubjectFull: Enrichment Activities
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      – SubjectFull: Adolescents
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    Titles:
      – TitleFull: Integrating Computer Science Education with Ethnic-Racial Identity Exploration within a Social Justice Youth Development Framework
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            NameFull: Fe Moncloa
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            NameFull: Vernelle Mitchell-Hawkins
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              Type: published
              Y: 2024
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